METHODS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE TASK 2 -

PRACTICAL ACTIVITY UNIT 1

IVONNE GARCIA RENTERIA

ID 1.111.786.071

GROUP: 551005_12

TUTOR

YENNIFER VANESSA MURCIA

UNIVERSIDAD NACIONAL ABIERTA Y ADISTANCIA (UNAD)

CEAD-PALMIRA

SEPTEMBER - 2018
 COMPARISON OF THE METHODS

ESL DIRECT METHOD AND AUDIO-LINGUALMETHOD

CHARACTERIST

ESL DIRECT METHOD AUDIO-LINGUALMETHOD

• Vocabulary about grammar is • Linguistic interaction.

emphasized. • Active and participatory learning.

• The four skills are worked on from • The motivation is subject to the incessant and
the beginning. varied activity.

• Out loud reading • Repeated and group activities.

• Questions and answers exercises • The content is fixed in advance.

• Student self-correction • The teacher is the protagonist-intermediary.

• Conversation practices • The manuals offer a closed set of materials for

practice.
• Dictations
• Content selection according to structural frequency
• Exercises to fill in blanks criteria.

 Paragraph writing • The content and objectives are grouped around a

situation
Communicative.

ROLE OF THE TEACHER

ESL DIRECT METHOD AUDIO-LINGUALMETHOD

English as a Second Language He is the protagonist of the class. Direct the

(ESL) teachers want students to class and get the students involved. The
think and speak in the target teacher models the target language, controls
language 100 percent of the time the direction and pace of learning, checks and
while in class. The direct method to corrects the students' performance. The teacher
achieve this emphasizes must maintain the attention of the students by
conversation and pronunciation, varying the exercises and tasks, must also
while giving little importance to the choose the most appropriate situations to
study of traditional grammar practice the structures. To execute the linguists'
 through reading and writing. The planning, he must use the materials and
teacher should use activities to resources specified in the class plans and must
encourage students to listen, speak also receive training that enables him to
and think in the language they are perform his function satisfactorily.
learning without hesitation.

ROLE OF THE LEARNER

ESL DIRECT METHOD AUDIO-LINGUALMETHOD

The study program is based on real- It requires a subject who actively participates
life situations. during the learning process. With this, the person
Students learn inductively. is expected to be able to communicate in
Vocabulary is practiced in complete everyday contexts, mainly orally. A high level of
sentences, never in isolation. listening and articulation of the sounds of the
The interaction goes both ways: target language is expected; also, a sufficient
teacher-student, student-teacher. knowledge of the most recurrent lexicon in
The culture (history, geography, concrete contexts.
daily life) of the speakers of the
target language is studied

SKILLS

ESL DIRECT METHOD AUDIO-LINGUALMETHOD

Dictation: Teachers who use the The audio-lingual method is based on linguistic
direct method read aloud to the structuralism, which conceives language as a
students in the target language. system composed of different levels:
morphosyntactic, phonetic-phonological and
Questions and answers: When lexical.
ESL teachers use the Direct
method, emphasis is placed on He
speaks, instead of reading and
writing.
Reading out loud: When the direct
method is used, the teacher wants
the students to speak as much as
possible in the target language, but
the student's ability to do it on
their own may be limited.

Self-correction: Instead of
correcting students directly, a
teacher who uses the direct
method directs students to reflect
on their own mistakes in speaking.

MATERIALS

ESL DIRECT METHOD AUDIO-LINGUALMETHOD

Its reason is to provide the student
with enough support material that
requires him to refer to objects
and situations already provided by
the teacher, avoiding translation.
It can be applied both without
grammar explanations and using
them, although, always after oral
practice and situational dialogue,
never before. The grammar must
be introduced in the
foreign language just at the level
that students can access
in each moment: very simple at the
beginning and more complicated
later.
Parallels with the native language
are avoided.
The materials of the silent way consist mainly of
a set of colored bars, color coded
diagrams of pronunciation and vocabulary, a
pointer and reading / writing exercises, all
of which are used to illustrate the relationships
between sound and meaning in the target
language. The materials are designed for
manipulation by students and by the teacher,
independently and cooperatively, in the
promotion of language learning through direct
association.
 SIMILAR ASPECTS

The goal of these two methods is to make the students able to use the foreign language
communicatively. For that, they must learn it automatically without stopping to think,
forming new habits in the second language and overcoming the old habits of their native
language. Some activities that are used in both methods are exercises that usually
include a lot of repetition and question-answer games. The correct answers of the
students are reinforced positively with prizes or compliments. Grammar is introduced
by the elements given in the dialogue, but explicit explanation of rules is not common.
There is a constant student-student interaction, especially in the repetition exercises or
"drills", when these are alternated in the different roles of dialogue. But, this interaction
is directed by the teacher, who is responsible for providing the students with a speech
model, as well as directing and controlling their linguistic learning in a facilitating way.
Oral competence receives more attention. The pronunciation is taught from the
beginning, usually with the students working in the language laboratory and in activities
in pairs.

ANALYSIS OF CHOSEN VIDEO

Average number of students: 5 Grade: 2º-3º

Topic: PERSONAL INFORMATION Type of student: CHILDREN

Aplicated method: ESL DIRECT Observer: IVONNE GARCÍA RENTERIA
METHOD
Regarding to the method
Teacher: Student:

The teacher presents an attitude Children are willing and attentive tolisten to be able to
motivating towards the students, understand, understand and give a concrete answer to the
ask questions about them and about question asked makes. There is student-teacher
of other colleagues, gives relevance to interaction and conversation and lends interest to
the conversation and lends interest to pronunciation correcting mistakes immediately, does not
the pronunciation correcting errors use grammar. The main objective that the teacher wants
immediately, does not use the with his students is that they are constantly thinking in
grammar. English in class and that they answer the questions that
The main objective that the teacher are asked with total dexterity.
wants with his students is that they are
constantly thinking in English in class
and that they answer the questions that
are asked with total dexterity.
Materials
The material used by the teacher was colored markers so that the children immediately identify
the respective colors and those of their classmates, remember that the foundation of the direct
method maintains that the learning of a foreign language or second language must be similar to
the process of learning the first language or mother tongue. Since the main characteristics of
this method are imitation, association and induction.
Strategies
It can be observed in the video that students learn to think and communicate in the second
language and even though the teacher directed the activity, the role played by the students is
less passive. The teacher and the students are related as partners in this process of teaching and
learning.

The students associate the meaning and the second language directly through the
demonstrations made by the teacher. Everything the teacher raises is based on real life a
situation, that is why they learn in an inductive way. Vocabulary is practiced with complete
sentences and there is always a teacher-student interaction and student-teacher.
Activities
The activity observed in the video consists of question and answer sessions, which initially refers
to personal information: names, ages, parents, siblings, tastes, among others. These questions
are asked in a stimulating way, so that students immediately begin to use the foreign language.
What we want to achieve is for students to learn a specific number of new words for each lesson,
so they can communicate effectively in the new language. The question sessions are carried out
between teacher - student and between student - student.
Conclusions
It is fundamental to say that I believe that the success of this Method is that, from the beginning,
it is completely interactive and individualized, and conceives the learning of the language from
the mostly oral use of it. This entails a continuous listening and assimilation of new structures
and vocabulary, and the repetitive and cyclical use of the grammatical and lexical structures
that are being learned in the classroom, pillars of the effectiveness that has been proven within
its continuous application. And it is also essential to draw attention to the radical importance
that, to reach effective solutions in teaching. Risking in teaching leads to failures when
integrating some novelty into the teaching practice, but also means finding new effective and
individualized ways to teach languages. Experiencing allows us to gradually find and
consolidate our personal way of forging and putting into practice the effective and
individualized teaching of a language.
Video Link: https://www.youtube.com/watch?v=id0F0NCldHo

REFERENCES:

ORTEGA, E. (s.f.). MÉTODOS Y MATERIALES PARA LA ENSEÑANZA. Obtenido de

MÉTODOS Y

MATERIALES PARA LA ENSEÑANZA:

file:///C:/Users/aranz/Downloads/26980-79987-1- PB.pdf

Pili. (05 de NOVIEMBRE de 2012). METODOLOGÍA DE LAENSEÑANZA

DE LENGUAS. Obtenido de METODOLOGÍA DE LA ENSEÑANZA
DE LENGUAS:

http://dianapili.blogspot.com/2012/11/metodo-audio-lingual.html

http://www.quadernsdigitals.net/index.php?
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